Lets Discuss Lesson 5 A discussion about the previous lab
State Standards: GLEs/GSEs Or Common Core State Standards:
PS1 (9-11)-4 (4a, 4c)
Context of the Lesson Where does this lesson fit in the curriculum and instructional context? Is it the opening of a unit or a series of lessons?
This lesson comes directly after a lab. This will bring a competition to the sub unit of ionic bonding and will be used to have students talk about their experience in lab and allow them to highlight what they have learned.
Opportunities to Learn
Definition: Materials, Learners and Environments
Plans to differentiate instruction: I will give the floor to the students. I will sit back and allow the students to run the discussion. I will facilitate if I notice that the conversation is not on task or if the conversation is slowing. MI: Logical, linguistic, interpersonal
Accommodations and modifications: Each student will have the lab procedure with them as well as a paper that will have 3 questions as well as a few point that they would like to discuss.Also have their conclusions on water hardness.
Environment factors: I will change the room around. I will set up the desks in a circle so that the students can all see each other I will be on the outside of the circle so it makes the students take the initiative.
Materials: Students will need: Lab report/data sheets, paper with questions and points they want to address. I will need something to note what the students are doing and how many times they address certain facts.
Objectives
Students will be able to express what they did in the previous lab. Students will be able to use their voice to explain what they have learned. Also be able to simulate a scientific study as a real life chemist will. Students will be able to make conclusions on water hardness town vs. well.
Instructional Procedures
Opening: I will have students come in and sit down at any desk. I will then explain what we are doing and have on the board the grading points on the board. Each student will have to speak at least twice, and give either a question they had about the lab or provide a statement about the lab or an answer to a question. Although they must make at least 1 statement or answer. I will not grade on the correctness of the answer but on the effort to use previous knowledge and use of critical thinking.
Engagement: The students will run the discussion. I will start the discussion with the question: We did a lab on water hardness, and I stated before the lab to label if you had well or town water. Why would this make a different in hardness, and does having water softener have anything to do with the hardness? I will listen and take notes on the students statements. I will be there to guide the conversation, but I want the students to do the majority of the discussion. I will enter if I need to. Some questions I have in mind are: What do you think the scum on the tube is from? Is there more scum if the water is hard or soft, and why do you believe so? Where does ionic bonding come into play in this whole experience? Do you believe your water is hard, and how does one get to a conclusion of that? Where could there be errors in the lab? How could we minimize them? Closure:
I will have each student pass in their data sheet along with their paper that they wrote their questions and speaking points on, and will use that in grading as well. Also, I will make a final statement on how I thought the conversation went. Aslo explain to the students that this is how many scientists solve problems. They do investigations (lab) and then get together and talk about factors. Also I would like to ask for their feedback on the lab. Did you like it or would you like to do something else?
Assessment
The notes I take about the statements of the students throughout the conversation. I will also use their papers that they hand in to make sure that they came prepared to the discussion. The reasons for two points and 3questions is to level the playing field. A lot of students are not very vocal during class, so if they did not get a chance to say what they wanted to then I can still see what they are thinking. Although I want to have the students tell the rest of the class about what they were thinking. This will be a part of the grade for the unit, it will count as 2 quiz grades, not as much as a test because it is somewhat informal.
Lesson Title
Lets Discuss Lesson 5 A discussion about the previous labOr Common Core State Standards:
Where does this lesson fit in the curriculum and instructional context? Is it the opening of a unit or a series of lessons?
Definition: Materials, Learners and Environments
I will give the floor to the students. I will sit back and allow the students to run the discussion. I will facilitate if I notice that the conversation is not on task or if the conversation is slowing. MI: Logical, linguistic, interpersonal
Accommodations and modifications:
Each student will have the lab procedure with them as well as a paper that will have 3 questions as well as a few point that they would like to discuss.Also have their conclusions on water hardness.
Environment factors:
I will change the room around. I will set up the desks in a circle so that the students can all see each other I will be on the outside of the circle so it makes the students take the initiative.
Materials:
Students will need: Lab report/data sheets, paper with questions and points they want to address. I will need something to note what the students are doing and how many times they address certain facts.
Instructional Procedures
I will have students come in and sit down at any desk. I will then explain what we are doing and have on the board the grading points on the board. Each student will have to speak at least twice, and give either a question they had about the lab or provide a statement about the lab or an answer to a question. Although they must make at least 1 statement or answer. I will not grade on the correctness of the answer but on the effort to use previous knowledge and use of critical thinking.
Engagement:
The students will run the discussion. I will start the discussion with the question: We did a lab on water hardness, and I stated before the lab to label if you had well or town water. Why would this make a different in hardness, and does having water softener have anything to do with the hardness? I will listen and take notes on the students statements. I will be there to guide the conversation, but I want the students to do the majority of the discussion. I will enter if I need to. Some questions I have in mind are: What do you think the scum on the tube is from? Is there more scum if the water is hard or soft, and why do you believe so? Where does ionic bonding come into play in this whole experience? Do you believe your water is hard, and how does one get to a conclusion of that?
Where could there be errors in the lab? How could we minimize them?
Closure:
I will have each student pass in their data sheet along with their paper that they wrote their questions and speaking points on, and will use that in grading as well. Also, I will make a final statement on how I thought the conversation went. Aslo explain to the students that this is how many scientists solve problems. They do investigations (lab) and then get together and talk about factors. Also I would like to ask for their feedback on the lab. Did you like it or would you like to do something else?